Scientific Spelling Training/Refresher “Teaching students to spell words can enhance students’ ability to read those words, to read novel words containing phonemes in the instructed words, and to spell words with similar alphabetic patterns” This is why spelling instruction is so important – over and over it has been shown that spelling affects reading With ARI students I see a large proportion of invented spellings and high frequency words misspelled But that’s not the general population, it’s with students who have reading problems – and reading has a high correlation with spelling – so a greater number of spelling errors would be expected in ARI students What do you see in the classroom? (e.g., de Rose, de Souza, & Hanna, 1996; Harper, Mallette, Maheady, Parkes, & Moore, 1993; Okyere, Heron, & Goddard, 1997).” (Noell, et al, 2006)

What do we need out of a spelling program? Look over spelling artifacts. What do you see as greatest issues: Scientific spelling has some techniques with proven effects:

Why it works The problem-solving aspect Multi-sensory aspect Discovery aspect Scientific Spelling is a program. It has strengths and weaknesses like any program. I want us to pull out some of the strengths that will work with our third graders right now. These are some of the major parts that are really held up by research. From what I’ve seen and what you have described, I think you guys already have the discovery aspect in place. I want to talk adding one or both of these other two pieces as well.

Why it works The problem-solving aspect Identify number of sounds or number of syllables Spell each syllable separately Chose letter or letter team for each sound Apply any rules confirm Part of spelling lesson and part of writing Check = 3 sounds – ch e k Number = 2 syllables – 3 sounds in first, 2 in second This isn’t just supported by research, I have seen this with my own experience working with 5th grade. Ex: Suzanne Suzanne was a 5th grade student who received services from the Special Education Department. After several months of spelling words with problem-solving strategies, her Special Ed teacher came to me and shared that Suzanne could suddenly attack and solve words during reading sessions that she never could before.

Why it works Multi-sensory aspect Students saying and spelling words out loud and tapping out sounds Students saying and writing words at same time “The most striking finding was that oral spelling instruction in which the printed word was neither presented nor produced resulted in substantial generalization to reading.” Noell, G, Connell, J., & Duhon, G. (2006). Spontaneous Response Generalization During Whole Word Instruction: Reading to Spell and Spelling to Read. Journal of Behavioral Education,. 15 (3), pp121-130. We’ll see that with the S.O. S. procedure in a moment. It’s a little different, but the oral/aural component really does make a big impact on internalizing these spellings. Check time – possible share Noell et al study: Researchers used 3 groups of students. One group read flashcards of words daily. One group copied the words daily. One group spelled the words orally daily. Both groups were then asked to read and to spell the words. The oral spelling group performed better at both tasks, even though they had never seen the words.

Why it works Aural discovery – “All these words have what sound?” Discovery aspect Aural discovery – “All these words have what sound?” Predict spelling for that sound Visual discovery – “All these words have what pattern?” Articulate rule confirm This is the one I think ya’ll have a handle on. You’ll see S.S. added an extra step of listening to the words to discover the same sound in each word and then looking at the words to find the repeated pattern.

Why it works The solving aspect Multi-sensory aspect Discovery aspect Identify number of sounds or number of syllables Spell each syllable separately Chose letter or letter team for each sound Apply any rules confirm Part of spelling lesson and part of writing Multi-sensory aspect Students saying and spelling words out loud and tapping out sounds Students saying and writing words at same time Discovery aspect Aural discovery – all these words have what sound? Predict spelling for that sound Visual discovery – all these words have what pattern? Articulate rule Ok – there’s all three. Now let’s walk through a possible 3rd grade lesson.

Scientific Spelling week #16 (er) Sound = er or or

I am going to say some words. I want you to repeat each word after me and listen for the sound that is the same in all of the words. _____ _____ _____ Include at least three words for each of the different spellings. Swerve, welder, sweeper, world, worst, worth

What sound did you hear in all the words? Yes, you heard the (er) sound. In what position of the word did you hear the (er) sound? Initial? Medial? or Final position? Yes, it was in the medial and final positions.

Let’s make a prediction about how this sound might be spelled. Think about what you know about the language. How do you think this sound might be spelled? The (er) sound has more than one spelling. Let’s see if you can discover the different spellings and when to use them.

Look carefully at these words. welder world swerve worst member worth sweeper worship worms

Let’s look at the first column. welder swerve member sweeper All these words have the (er) sound. What letter or letters are the same? In what position do you see the letter(s)?

First column welder swerve member sweeper What does the pattern seem to be? Who can tell me the pattern? When is the (er) sound spelled this way? Students verbalize the pattern in their own words.

First Column welder swerve member sweeper The (er) sound in the initial, medial, or final position of a base word = er (fern)

Let’s look at the second column. world worst worth worship worms All these words have the (er) sound. What letter or letters are the same? In what position do you see the letter(s)?

Second Column worst worth worship worms world What does the pattern seem to be? Who can tell me the pattern? When is the (er) sound spelled this way? Students try to make up a rule in their own words.

Second Column worst worth worship worms world The (er) sound after w = or (world)

The (er) sound has different spellings. Tell me the different spellings and when you will use them. The (er) sound in the initial, medial, or final position of a base word = er (fern) The (er) sound after w = or (world) Notice the articulation of the rules. You may even want to write them on the board or have them copied into the notebook.

Turn to page 12 in the green section of your spelling binder. Now, lets read the information we learned about today at the top of the page. ___________________________________ (er) The (er) sound in the initial, medial, or final position of a base word = er (fern) The (er) sound after w = or (world) We don’t have the notebooks this year. The section is where regular words would be recorded

S.O.S (Save Our Spelling) Procedure LOOK AND LISTEN Students look at the teacher’s mouth and listen as teacher dictates the word. ECHO AND THINK Students repeat the word and think about the component parts of the word (sounds, syllables, base words, and affixes.) 3. NAME THE LETTERS Students name the letters aloud. 4. NAME THE LETTERS AND WRITE Students write the word, naming letters as they write. 5. READ TO CHECK Students read the word they have written and name the letters. Only now do students start copying spelling list. From oral. Oral to written is another key because it causes thinking. Silent copying is not effective. Listen, echo, unblend and tap, name letters – Mrs. Wayson’s thumbs up, thumbs down would word well here name letters again as write, read and check

Now let’s look at the some of our other spelling words for this week. letters address Do you see any rule words that we learned about previously? This is where we add in words from content areas then analyze them. Pass out chart

The Rabbit Rule There are three checkpoints: Two-syllable base word Short vowel One medial consonant sound If any checkpoint is missing, you will not double the medial consonant. I know you guys have already done the rabbit rule because I have heard the ARI students use it. Good job.

Turn to page 2 in the yellow section of your spelling binder. Add these words: letters address We’ll start using the notebooks next year. For this year, the class as a whole can sort the words on the 3-column chart.

Here are the rest of the words for this week’s spelling list: won’t doesn’t isn’t haven’t The last four words are irregular words. An irregular word is a word that is spelled in an unexpected way. 09 Irregular Word Procedure.mpg Ok – let’s stop and look at irregular procedures. Have participants turn to irregular worksheet. Use video clip 09 irregular word procedures 2” 53’

Irregular word procedures 3 times trace word and say letters 3 times write and say 3 times cover and self test orally 3 times fold over and self test written check P ea r Pass out sheet Notice that no word is copied until it has been spelled orally 3 times and that when it is copied, it is accompanied by orally saying the letters. Word has been spelled 12 times and input by multiple senses: kinesthetic, auditory, visual, verbal

“Teachable spelling moments” “Most researchers agree that it is good practice to encourage invented spelling and teach correct spelling. The two go hand-in-hand.” (Gentry, 2001). Reiben, et al (2005) found that inventive spelling coupled with feedback was more effective in promoting word reading than inventive spelling alone or copied spelling. It’s important to use the same problem solving strategies when a student is writing and asks, “How do you spell . . .?” Have him tell you the number of syllables, tap out the sounds in each syllable, assign a letter or letter team to each sound, and then confirm with his spelling notebook, a peer, a dictionary, the word wall, or you. We want third graders to be using no more than 30% invented spelling. And we want to move from using invented spelling (which is really a technique for beginning readers to practice phonics) to temporary spelling with feedback. I’d like you to track how many times this week and next you are able to guide a student through the problem solving process during writing time. Extra if time – don’t initiate the guiding process unless a student is within a phoneme of solving the word himself If a word would not be readily solved, (head, island) go ahead and give the letters for the unusual part. Gentry, J. R. (2001). 5 myths about spelling DISPELLED! Instructor, 11( 3), pp 31-33. Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005). Effects of Various Early Writing Practices on Reading and Spelling. Scientific Studies of Reading, 9(2), p145-166.

Tasks List for next week Techniques to apply next week Schedule for in-class demonstrations for next week